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- Reading Processes and Parenting StylesPublication . Carreteiro, Rui; Justo, João; Figueira, AnaHome literacy environment explains between 12 and 18.5% of the variance of children’s language skills. Although most authors agree that children whose parents encourage them to read tend to develop better and earlier reading skills, some authors consider that the impact of family environment in reading skills is overvalued. Probably, other variables of parent–child relationship, like parenting styles, might be relevant for this field. Nevertheless, no previous studies on the effect of parenting styles in literacy have been found. To analyze the role of parenting styles in the reading processes of children. Children’s perceptions of parenting styles contribute significantly to the explanation of statistical variance of children’s reading processes. 110 children (67 boys and 43 girls), aged between 7 and 11 years (M=9.22 and SD = 1.14) from Portuguese schools answered to a socio-demographic questionnaire. To assess reading processes it was administered the Portuguese adaptation (Figueira et al. in press) of Bateria de Avaliação dos Processos Leitores-Revista (PROLEC-R). To assess the parenting styles Egna Minnen av Barndoms Uppfostran-parents (EMBU-P) and EMBU-C (children version) were administered. According to multiple hierarchical linear regressions, individual factors contribute to explain all reading tests of PROLEC-R, while family factors contribute to explain most of these tests. Regarding parenting styles, results evidence the explanatory power about grammatical structures, sentence comprehension and listening. Parenting styles have an important role in the explanation of higher reading processes (syntactic and semantic) but not in lexical processes, focused by main theories concerning dyslexia.
- Parenting styles and psychopatology: the importance of grandparentsPublication . Carreteiro, Rui; Justo, JoãoBackground: Controversy exists regarding the role played by parent-children relationships for children’s behavioral and psychosocial development. Crucial for some authors, others consider parenting styles as part of a more complex system. Less adaptive parenting styles are generally associated with childrenwhohave lower involvement at school and may contribute for psychopathology emergence. Objectives: To investigate the contribution of parenting styles for the explanation of child psychopathology. Hypothesis: Parenting styles (H1) and parents’ childhood memories regarding parenting styles (H2) do contribute significantly for the explanation of statistical variance of children’s psychopathology. Method: Participants: 110 children (67 boys, 43 girls) aged 7-11 years (M = 9.22, SD = 1.14) from schools in Portugal as well as 83 fathers and 86 mothers; Instruments: For parenting styles, the Portuguese version of EMBU memories of upbringing (for parents regarding their own parents), EMBU-P (for parents) and EMBU-C (for children) were used. To assess children’s psychopathology the Portuguese version of CBCL was used. Results: According to linear regressions, individual and family factors do contribute significantly for the explanation of all CBCL’s indexes. EMBU-C regarding mothers’ parenting styles only explains the Hyperactivity/Attention index. EMBU-P explains most of CBCL’s indexes. Mothers’ and Fathers’ EMBU Memories of Upbringing explains the overall CBCL’s indexes. Conclusions: The explanation of children’s psychopathology by parenting styles is not restricted to parents’ representations regarding their own parenting styles nor to children’s perceptions regarding parenting styles but extends to memories of parents regarding parenting styles used by theirownparents. The ability of EMBUMemoriesof Upbringing to explain children’s psychopathology seems to exceed the EMBU-P’s and EMBU-C’s capacity.